scholarly journals Pengembangan Model Pembelajaran Contextual Teaching and Learning untuk Meningkatkan Kreativitas Siswa

Author(s):  
Siti Fatmawati

Model pembelajaran adalah salah satu syarat dalam meningkatkan pembelajaran siswa, baik dalam hal yang berkaitan dengan minat siswa di kelas, hingga kreatifitas siswa dalam mengikuti proses pembelajaran. Salah satu model pembelajaran yang lagi tren saat ini adalah contextual teaching and learning. Penelitin ini membahas bagaimana pengembangan model pembelajaran contextual teaching and learning di MIS Tarbiyatul Mubtadiin Labruk Lor Lumajang sehingga mampu meningkatkan kreativitas siswa. Penelitian ini merupakan penelitian lapangan (field study) dengan menggunakan pendekatan kualitatif deskriftif. Hasil penelitian menunjukan pengembangan Model Pembelajaran contextual teaching and learning dilakukan dengan beberapa cara; pengembangan melalui Constructivisme, pengembangan melalui questioning, dan melalui Learning Community.

2019 ◽  
Vol 15 (1) ◽  
pp. 46-51
Author(s):  
F. Fadhilah ◽  
Z. M. Effendi ◽  
R. Ridwan ◽  
M. Alias

There is the fact that the students' learning outcome in Applied Physics course related to the application of the mining industry is unsatisfactory. Based on the results of the final score, the rate of successful students was only around 40%. Moreover, students' understanding application is also not by the desired competencies. In this research, a learning model was developed from the Contextual Teaching and Learning Model (CTL), i.e., DILA model which consists of four syntaxes (Display, Inquiry, Learning Community, and Authentic Assessment). The effectiveness of the DILA learning model was investigated to improve students’ learning outcomes in the Applied Physics course. This research employed the quasi-experimental design where the experimental class was treated by DILA model based on Contextual Teaching and Learning; whereas control class was not treated by the model. Data were obtained from the results of the pre-test and post-test scores; then it was analyzed by a parametric with an independent t-test, related t-test, and the effect size. The results indicate that there was a significant increase in students’ learning outcomes in the experimental class compared to the control class. In conclusion, DILA model can improve students’ learning outcomes in the Applied Physics course effectively.Hasil belajar Fisika Terapan yang diperoleh mahasiswa yang terlihat dari nilai akhir semester dan penerapan pada industri pertambangan pada umumnya tidak memuaskan. Tingkat kelulusan mahasiswa hanya sekitar 40%. Sehingga pemahaman mahasiswa dalam penerapannya juga tidak sesuai dengan kompetensi yang diinginkan. Model DILA merupakan salah satu model pembelajaran yang dikembangkan dari Model Contextual Teaching and Learning (CTL). Model DILA terdiri atas empat sintaks yaitu: Display, Inquiry, Learning Community, dan Authenthic Assessment. Penelitian ini ditujukan untuk mengukur efektifitas Model Pembelajaran DILA guna meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan. Penelitian ini merupakan quasi eksperiment dimana kelas eksperimen diberikan pembelajaran dengan Model DILA berbasis Contextual Teaching and Learning. Data diperoleh dari hasil pre-test dan post-test dan diolah secara parametric dengan t test sample independent dan t test related serta effect sizenya. Hasil penelitian ini menunjukkan bahwa model pembelajaran DILA yang diterapkan pada matakuliah Fisika Terapan di Jurusan Teknik Pertambangan adalah efektif. Ini berarti model Pembelajaran DILA dapat meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan.


2018 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Samanik Samanik

This paper describes poetry as an alternative to implement Contextual Teaching and Learning (CTL). CTL places learning and learning activities in a real-life context, incorporating not only what is learned but also why students should learn it. Meanwhile, poetry is chosen for its authenticity, in which, all nations have their own record on poetry. The classroom activities which involve poetry are poetry production (writing), poetry performance (reading), and poetry appreciation (speaking). By using poetry, learning processes are expected to meet the seven main components of effective learning: constructivism, questioning, inquiry, learning community, modeling, and authentic assessment. Moreover, the learning process can develop not only language skills but also critical thinking skill.  Keywords: Contextual Teaching and Learning (CTL), poetry, components of ideal teaching and learning


2018 ◽  
Vol 7 (3) ◽  
pp. 1576 ◽  
Author(s):  
Hobri . ◽  
Ice Septiawati ◽  
Antonius Cahya Prihandoko

This research aimed to develop Mathematics instructional instruments by using Contextual Teaching and Learning (CTL) Based on Lesson Study for Learning Community (LSLC) on “Sequence and Series” Learning Material for the tenth grade students of vocational school as well as to know its effect on the students’ high-order thinking skill. The method used is mixed methods with concurrent triangulation strategy model namely research and development method with Thiagarajan model combined with quantitative method using non equivalent control group design quasi experimental pretest-posttest. The research subjects were the students of SMKN 1 Panji of Situbondo regency, from which two classes were chosen as research sample, class X Accounting 2 as the control class and class X Accounting 3 as the ex-perimental class. High-order thinking skill is measured by using essay test. Assumption test of normality and homogeneity of variance was tested before analyzing the data. The result of the first test showed that the data were not normally distributed. Therefore, the data were ana-lyzed by using Mann-Whitney analysis. The research results showed that: (1) the instructional instruments resulted is valid, the implementa-tion of the instructional instruments is in practical and effective; (2) the significance value (2-tailed) is 0.000 (p < 0.05), which indicated that the application of learning by using CTL Based on LSLC had a significant effect on the students’ high-order thinking skill.  


2013 ◽  
Vol 4 (2) ◽  
pp. 146-157
Author(s):  
Syarfuni

The goal of this writing is to explore the learning speaking through learning community. Learning community is of element of contextual teaching and learning. Contextual teaching and learning (CTL) is approaches to be most effective in student learning, teachers must plan, implement, reflect upon, and revise lessons. Such plans are based on CTL principles and approaches that require teachers to serve in the following roles: facilitator, organizer of the teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge dispenser. A learning community is a model of teaching and learning that has been consistently shown to improve students’ speaking. The reason why learning community can enhance the students’ in expressing idea because it has the meaning as follows: 1).Group of learning which communicate to share the idea and experience, 2).Working together to solve the problem and 3).The responsibility of each member of learning group.


Biosfer ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Astri Lestari ◽  
Evi Amelia ◽  
Pipit Marianingsih

Penelitian ini bertujuan untuk menghasilkan LKS (lembar kerja siswa) berbasis  CTL (Contextual Teaching and Learning) sebagai bahan ajar siswa SMA/MA kelas XII subkonsep teknik kultur in vitro.  Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (Research and Development) dengan model 3D yang terdiri dari pendefinisian (define), perancangan (design), dan pengembangan (develop). Lembar kerja siswa teknik kultur in vitro berbasis CTL ini dikembangkan berdasarkan penelitian pendahuluan terkait pengamatan pertumbuhan tanaman cocor bebek terhadap berbagai media kultur alternatif, yang dijadikan konten (isi) LKS, serta menerapkan tujuh komponen CTL yaitu constructivisme, inquiry, questioning, learning community, modelling, reflection, dan authentic assesment yang digunakan untuk meningkatkan aktivitas dan keterlibatan siswa dalam proses pembelajaran. Teknik pengumpulan data dalam penelitian menggunakan angket penilaian untuk uji kelayakan LKS. Instrumen penilaian LKS menggunakan skala penilaian 1 sampai 5 yang didalamnya terdapat 8 kriteria. Uji kualitas LKS dilakukan oleh 2 orang dosen jurusan Pendidikan Biologi Untirta dan 3 orang guru Biologi SMA. Berdasarkan hasil uji kelayakan LKS berbasis  CTL (Contextual Teaching and Learning) sebagai bahan ajar siswa SMA/MA kelas XII subkonsep kultur in vitro memperoleh nilai rata-rata 4,3 (skala likert) yang termasuk kedalam katagori sangat layak.


2018 ◽  
Vol 6 (3) ◽  
pp. 29
Author(s):  
Alfi Anafidah ◽  
Sarwanto Sarwanto ◽  
Mohammad Masykuri

<p>Penelitian ini bertujuan untuk mengetahui: (1) karakteristik modul fisika berbasis CTL; (2) kelayakan modul fisika berbasis CTL; dan (3) efektivitas modul fisika berbasis CTL pada materi dinamika partikel. Metode penelitian yang digunakan adalah <em>Research and Development</em> (R&amp;D). Pengembangan modul mengacu pada model Thiagarajan yang terdiri dari empat tahap yang dikenal dengan model 4-D <em>(four D model)</em> dengan tahapan <em>Define, Design, Develop,</em> dan <em>Disseminate. </em>Tahap <em>define</em> berupa analisis kebutuhan, tahap <em>design</em> berupa penyusunan draf modul, tahap<em> develop </em>berupa validasi draf modul oleh 2 dosen, 2 guru fisika, dan 2 <em>peer review</em>, setelah valid dilakukan uji coba kecil pada 12 siswa dan diimplementasikan pada skala luas. Tahap terakhir yaitu <em>disseminate</em> yang dilakukan pada 5 guru fisika di kabupaten Ngawi Jawa Timur. Pengumpulan data menggunakan angket, lembar observasi, lembar validasi, dan instrumen tes. Teknik analisis data menggunakan analisis deskriptif kualitatif. Peningkatan keterampilan berpikir kritis siswa dianalisis dengan uji <em>paired sample</em> <em>t-test</em>. Hasil penelitian menunjukkan bahwa: (1) modul fisika berbasis CTL dikembangkan dengan model 4-D dengan tujuh karakteristik pembelajaran CTL yaitu <em>con</em><em>s</em><em>tructivism, inquiry, questioning, learning community, modelling, reflection</em> dan <em>autentic assessment</em><em>; </em>(2) kelayakan modul fisika berbasis CTL berkategori sangat baik setelah dilakukan validasi; (3) keterampilan berpikir kritis siswa mengalami peningkatan setelah mengikuti proses pembelajaran dengan menggunakan modul fisika berbasis CTL sebesar 0,36 dengan kategori sedang.<strong></strong></p>


2021 ◽  
Vol 1 (2) ◽  
pp. 123-133
Author(s):  
KISMATUN KISMATUN

This paper aims to pay attention to the development of Islamic education based on Contextual Teaching and Learning (CTL) theory as a solution to the crisis experienced by Islamic education. In fact, Islamic education is sidelined in public schools because it uses conventional learning methods that are boring and do not provide a significant educational product. Previous research found that the accuracy of lecture-based conventional learning only gave 11% level of meaning for students. This fact is in contrast to the theory of CTL or contextual learning and teaching which emphasizes the contextualization of knowledge. In the end, this study found that CTL learning emphasizes the process of involving students in finding the material being studied and connecting it to real-life situations. This learning model encourages students to be able to apply it in everyday life. There are six characteristics of CTL learning, namely: meaningful learning, application of knowledge, higher order thinking, curriculum which is symbolized by standards, responsiveness to culture, and authentic assessment. In addition, CTL has seven principles that underlie the implementation of the learning process using the CTL learning model, namely: constructivism, inquiry, questioning, learning community, modeling, reflection, and real assessment. CTL learning is very necessary, especially in efforts to develop Islamic education, because it invites students to be more active in learning. ABSTRAKMakalah ini bertujuan memberi perhatian kepada pengembangan Pendidikan Agama Islam berbasis teori Contextual Teaching and Learning (CTL) sebagai solusi dari krisis yang dialami Pendidikan Agama Islam. Kenyataannya, Pendidikan Agama Islam dikesampingkan di sekolah umum karena menggunakan metode pembelajaran konvensional yang membosankan dan tidak memberi produk pendidikan yang signifikan. Penelitian sebelumnya menemukan bahwa akurasi pembelajaran konvensional berbasis ceramah hanya memberi 11% tingkat kebermaknaan bagi siswa. Kenyataan ini berbanding terbalik dengan teori CTL atau pembelajaran dan pengajaran kontekstual yang menekankan kontekstualisasi pengetahuan. Pada akhirnya, penelitian ini menemukan pembelajaran CTL menekankan kepada proses keterlibatan peserta didik untuk menemukan materi yang dipelajari dan menghubungkan dengan situasi kehidupan nyata. Model pembelajaran ini mendorong peserta didik untuk dapat menerapkannya dalam kehidupan sehari-sehari. Terdapat enam karakteristik pembelajaran CTL, yaitu: pembelajaran bermakna, penerapan pengetahuan, berpikir tingkat tinggi, kurikulum yang dilambangkan berdasarkan standar, reponsif terhadap kebudayaan, dan penilaian autentik. Selain itu, CTL memiliki tujuh asas yang melandasi pelaksanaan proses pembelajaran menggunakan model pembelajaran CTL, yaitu: konstruktivisisme, inquiry, bertanya, masyarakat belajar, modelling, refleksi, dan penilaian nyata. Pembelajaran CTL sangat diperlukan terutama dalam upaya pengembangan pendidikan agama Islam, karena bersifat mengajak peserta didik lebih aktif dalam pembelajaran.


2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Hasnawati

Pembelajaran kontekstual (Contextual Teaching and Learning) merupakan konsep belajar yang membantu guru mengaitkan antara materi yang diajarkan dengan situasi dunia nyata siswa dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kehidupan mereka sebagai anggota keluarga dan masyarakat. Model pembelajaran kontekstual tidak bersifat ekslusif akan tetapi dapat digabung dengan model-model pembalajaran yang lain, misalnya: penemuan, keterampilan proses, eksperimen, demonstrasi, diskusi, dan lain-lain. Pendekatan kontekstual dapat diimplementasikan dengan baik, dituntut adanya kemampuan guru yang inovatif, kreatif, dinamis, efektif dan efisien guna menciptakan pembelajaran yang kondusif.  Guru tidak lagi menjadi satu-satunya nara sumber dalam pembelajaran dan kegiatan telah beralih menjadi siswa sebagai pusat kegiatan pembelajaran serta peran guru hanya sebagai motivator dan fasilitator, maka semangat siswa dapat meningkat dengan menggunakan metode, materi, dan media yang bervariasi. Penerapan kegiatan mengkonstruk atau membangun sendiri pengetahuan pada siswa, membuat siswa terlatih untuk bernalar dan berpikir secara kritis melalui kegiatan inquiry atau menemukan sendiri masalah, kebebasan bertanya (questioning), penerapan masyarakat belajar (learning community) yaitu melatih siswa untuk bekerjasama, sharing idea, saling berbagi pengalaman, pengetahuan, saling berkomunikasi sehingga terjadi interaksi yang positif antar siswa dan pada akhirnya siswa terlibat secara aktif belajar bersama-sama.


2011 ◽  
Vol 1 (2) ◽  
pp. 71
Author(s):  
Arianto Arianto

<p>The main purposes of this study are (1) to describe the implementation of contextual teaching and learning (CTL) in teaching English, and (2) to investigate the teacher’s difficulties in implementing CTL in teaching English at the seventh grade students of SMPN-1 Palangka Raya. It was used qualitative method. The subject of this study was an English teacher of SMPN-1 Palangka Raya. It was used observation, interview and documentation to collect the data, and for data analysis it was used data reduction, data display, and conclusion. The findings show that (1) the implementation of CTL implemented by the teacher was through some components of CTL which were applied more frequently than others. The questioning, learning community, and modeling were frequently applied. (2) The problems faced by the teacher were the condition of the students who still made some noise, the large amount of students in the class, little attention from the students, and the shyness from the students to speak up.</p>


Aksioma ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 84-96
Author(s):  
Nurfidiya Nurfidiya ◽  
Dasa Ismaimuza ◽  
Ibnu Hadjar

Contextual Teaching and Learning yang dapat meningkatkan hasil belajar siswa pada materi perbandingan di kelas VII SMP Negeri 22 Palu. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang mengacu pada desain penelitian Kemmis dan Mc. Taggart, yakni perencanaan, tindakan, observasi, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Subjek penelitian ini adalah siswa kelas VII SMP Negeri 22 Palu yang terdaftar pada tahun ajaran 2017/2018. Jumlah subjek penelitian ini adalah 27 siswa dan terpilih 3 siswa sebagai informan. Pada penelitian yang telah dilaksanakan, diperoleh bahwa dari hasil observasi guru dan siswa pada siklus I pada kategori baik dengan persentase aktivitas guru 79,41 % dan aktivitas siswa 73,53 % sedangkan hasil observasi guru dan siswa pada siklus II pada kategori sangat baik dengan persentase aktivitas guru 94,12 % dan aktivitas siswa 85,29 % sehingga hasil belajar siswa Kelas VII SMP Negeri 22 Palu mengalami peningkatan. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan Pendekatan CTL dapat meningkatkan hasil belajar siswa pada materi perbandingan di SMP Negeri 22  Palu dengan melibatkan 7 komponen utama, yaitu : (1) constructivism (konstruktivisme), (2) questioning  (bertanya), (3) inquiry (menemukan), (4) learning community (masyarakat belajar),   (5) modelling (pemodelan), (6) reflection (refleksi), dan (7) authentic assessment (penilaian autentik). Kata kunci: contextual teaching and learning, hasil belajar, perbandingan Abstract:This research was aimed to describe about the application of Contextual Teaching and Learning in order to improve Learning outcomesin proportion of grade VII students’ at SMP Negeri 22 Palu. It was a class action research referred from Kemmis and Mc.Taggart’s design of research which explained to do actions of planning, observation, and reflection. It applied into two cycles. Subject of this research was grade VII students’ at SMP Negeri 22 Palu registered in 2017/2018 years. Total subjects in the class were 27 students and 3 of them were chosen as informants.In the research that has been carried out, it was found that from the results of teacher and student observations in the first cycle in the good category with the percentage of teacher activity 79,41 % and student activities 73.53 % while the results of teacher and student observations in the second cycle in the excellent category with a percentage Teacher activity 94.12% and student activity 85.29 % so that the learning outcomes of Class VII students of SMP Negeri 22 Palu have increased.Based on these results, it can be concluded that the application of the CTL Approach can improve student learning outcomes in comparison material in SMP Negeri 22 Palu involving 7 main components, namely: (1) constructivism (constructivism), (2) questioning (asking), (3) inquiry (inquiry), (4) learning community (learning community), (5) modeling (modeling), (6) reflection (reflection), and (7) authentic assessment. Keywords: contextual teaching and learning, learning outcomes, proportion.


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